KOMPARASI DESAIN INSTRUKSIONAL DAN BEBAN KOGNITIF BUKU TEKS BAHASA INDONESIA KELAS IX

Abstract

The transition from the 2013 Curriculum (K13) to the Independent Curriculum has brought significant changes to Indonesian language learning. However, studies comparing the instructional designs of the two curricula and their impact on students' cognitive load are still limited. This study aims to compare the instructional components of Chapter I of the Indonesian language textbooks for grade IX SMP/MTs published by the Ministry of Education, Culture, Research, and Technology, specifically between the 2018 revised K13 and the 2022 Independent Curriculum. The study used a descriptive qualitative approach through literature review with content analysis techniques. The focus of the analysis included the theoretical basis of the material, the level of cognitive evaluation, and the cognitive load framework based on Cognitive Load Theory. The results show quite significant differences. Chapter I of the K13 textbook tends to be oriented towards linearly structured procedural scientific literacy, with a predominance of low-level cognitive evaluation (LOTS C1–C3). Theoretically, this has the potential to increase extrinsic cognitive load due to the use of consecutive technical terms. In contrast, Chapter I of the Independent Curriculum emphasizes contextual and emotional literacy through a multimodal approach. This design has the potential to increase cognitive load, supporting the development of higher-order thinking (HOTS C4–C5), for example through text transformation tasks. Furthermore, the values ​​of the Pancasila Student Profile are explicitly integrated. Thus, the Merdeka Curriculum instructional design is considered more adaptive in reducing irrelevant cognitive load while encouraging students' critical thinking skills.